Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
2: Collaboration, Interpersonal Communication, and Business Etiquette
2-1
CHAPTER 2: COLLABORATION, INTERPERSONAL
COMMUNICATION, AND BUSINESS ETIQUETTE
CHAPTER SUMMARY
Building on material presented in Chapter 1, this chapter focuses on improving interpersonal
skills that are critical in business. Students learn about the advantages and disadvantages of
teamwork and collaborative writing. This chapter’s focus on interpersonal communication within
teams addresses how to prepare for and conduct an effective meeting, and how to effectively use
meeting technologies. The chapter explains the various types of listening, the listening process,
and sound strategies for improving students’ listening skills. Students are introduced to six
categories of nonverbal communication: facial expressions, gesture and posture, vocal
characteristics, personal appearance, touch, and the use of time and space. Students are also
presented with suggestions for improving their nonverbal communication skills. The importance
of business etiquette is stressed, and four key areas in which good etiquette is essential are
identified.
CHAPTER OUTLINE
Communicating Effectively in Teams
Advantages and Disadvantages of Teams
Characteristics of Effective Teams
Collaborating on Communication Efforts
Guidelines for Collaborative Writing
Technologies for Collaborative Writing
Giving—and Responding to—Constructive Feedback
Making Your Meetings More Productive
Preparing for Meetings
Conducting and Contributing to Efficient Meetings
Putting Meeting Results to Productive Use
Using Meeting Technologies
Improving Your Listening Skills
Recognizing Various Types of Listening
Understanding the Listening Process
Overcoming Barriers to Effective Listening
Improving Your Nonverbal Communication Skills
Developing Your Business Etiquette
Business Etiquette in the Workplace
Business Etiquette in Social Settings
Business Etiquette Online
Business Etiquette Using Mobile Devices
Chapter Review and Activities
2: Collaboration, Interpersonal Communication, and Business Etiquette
2-6
effective in these situations:
Choose foods that are easy to eat.
If appropriate, order an alcoholic beverage only at the end of the meal.
Do not discuss politics, religion, or any other topic likely to stir up emotions during
dinner.
Avoid personal attacks.
Stay focused on the original topic.
Don’t present opinions as facts; support facts with evidence.
Follow basic expectations of spelling, punctuation, and capitalization.
Never assume you have privacy.
Don’t use “reply all” in e-mail unless everyone can benefit from your reply.
Business Etiquette using Mobile Devices:
Don’t select obnoxious ringtones.
Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise another new
etiquette dilemma. These systems may be convenient for users, but they can create distractions
2: Collaboration, Interpersonal Communication, and Business Etiquette
2-8
SUGGESTED CLASSROOM EXERCISES
1. Planning Effective Meeting Agendas. Assign students to work in teams of two or three. Tell
meetings, the part an agenda can play, when participants should receive the agenda, and other
2. Listening for Facts. Ask a student to stand and provide some personal background
restatements of fact to emphasize that effective listening is hard work and that we all have room
for improvement.
3. Analyzing Listening Skills. Have students complete the Listening Skills Self-Assessment
break a habit.
4. Emphasizing Various Meanings of Nonverbal Communication. The Public Broadcasting
for the candidate, and the commercial against the candidate:
5. Developing Effective Handshakes. As students enter the classroom, shake hands with each
one. Have each student shake hands with another member of the class. Direct the students to
handshake is an important nonverbal skill to develop. Also discuss who should shake hands and
when in the business environment. Students typically enjoy this activity, and it provides an
6. Researching Nonverbal Communication Components. Assign students to work in teams of
to research intercultural aspects of these components. Ask each team to share their findings in
